RCAAP Repository

When taking for premise the need of pedagogical knowledge to the engineer teachers, the objective of this work is to understand what the engineer teachers think regarding the pedagogical knowledge, seeking to notice the relationship that they establish between the pedagogical knowledge and the exercise of the teaching practice. In the process of investigation there have been used as reference both the qualitative and quantitative approach because it is believed that the integration of these approaches enhances the process of data analyzis, especially, having in mind the use of a questionnaire with open and closed questions as an instrument of data gathering. It is believed that the pedagogical preparation of the College Teacher is complex, but possible to be performed. The biggest problem faced is the conception of the graduation, materialized through the legislation and the own researched institution, in which to be a College Teacher, only the especific knowledge area is required. Though the teaching profession demands more than that, the pedagogical knowledge is also a necessity to what the teacher-engineers will only have access through the permanent qualification, because, during his studies, there has not been offered to these professionals the possibility to graduate pedagogically. This way, a partnership between the teachers and the Institutions of Higher Education is necessary, with the objective of providing to these professionals reflective moments about the transformations that happen every day in the world, about the pedagogical theories and especially about their performance as teachers. Especially in regard of the engineer teachers, it is possible to notice that they need space to exchange experiences, as well as possibilities to enable themselves pedagogically. The results of the research make it possible to affirm that great part of the engineer teachers do not have pedagogical knowledge, nevertheless they are concerned with their knowledge and performance in the classroom and they recognize their need for permanent qualification. It has also been possible to notice a lack from the Higher Education Institution analyzed, of projects for permanent qualification, so that these professionals have conditions to qualify pedagogically and to keep their knowledge updated. This way, the Higher Education Institutions must be aware of this necessity and act in favor of the College Teacher.

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This research aims to examine issues regarding the teaching in face to current educational policies and restructuring process. To this end, we contextualize the precariousness of employment in teaching at the public educational network of Minas Gerais, as well as its relation to the teacher‟s participation in the school management and the quality of public education. The research sheds light on the perception of teachers inserted in the daily working at school on the multiple determinations capable of constituting its pedagogical practice through an empirical research conducted with teachers working in state schools in the municipalities of Formiga and Uberlândia in Minas Gerais. This study demonstrated through empirical data and discussed theoretical framework that teachers undergo a significant weakening of employment, which rely on a process of precarious teacher‟s employment due to several factors such as wages squeezed, intensification of work, loss of labor guarantees, lack of a plan position and salary that encourages teacher category, beyond decline in their autonomy and a process of proletarianization of their work, lack of social recognition, professional identity crisis and issues related to the precarious condition of teaching in the exercise of their activity. These aspects directly results the poor performance of teachers in school management, and the quality of education. Thus, we see the importance of implementation of structural public policies facing the measured problems, intervening at the crucial point for the quality in public education of Minas Gerais: the education worker.

This study aimed to present some considerations concerning to the historical context of childhood scholar education in Uberlandia, Minas Gerais, prioritizing, organization, care and maintenance of community day-care centers, which has been shaped during the political architecture of the so-called Participative Democracy, in the period from 1983 to 1988, which was marked by transformations in the context of political democratization in the country as well as its impact at the local level. Therefore, we sought to study further the issues specific to care for disadvantaged children in Brazil and in the city, uncovering political educational and social hidden purposes on this movement in order to understand the reality of childhood education in the city. We tried to detect how much Uberlândia day-care centers could be configured as family care, and if care practices has outgrown the educational practices within those institutions. Methodologically, the following procedures were performed: analysis of the literature concerning to the history of childhood and schooling, with further emphasis on the history of day care centers in Brazil; We also consider the studies related to organized social movements, interviewed the characters involved to the process of formation and consolidation of day-care centers in Uberlandia, sought references in the legislation as a way to identify questions concerning to daycare centre, as well as in periodicals and images (iconographic source). We also analyzed the reports produced by SMTAS about the work done at the community day-care centers and Administration action plan related to Participative Democracy, and also the budgets of the municipality in order to identify those data that was addressed these institutions. Therefore, all this sources signaled important evidences for the development of this research. Among the evidence specified by those sources such as bibliography related to the history of childhood education, interviews, analysis of legislation, periodical press, reports and budgets of the municipality during the study period, we can affirm that the analysis of these documents point to an effective social movement on its path marked by conflicts, struggles and achievements. These achievements, although not ideal, were somehow important to the society at that time, considering the position prior to 1983. Thus, these achievements were fundamental to reconfigure the understanding of infant, childhood and childhood education on the educational context at Uberlândia.

This search sought to understand the construction of representations concerning to the ideal citizen for the new society of the Brazilian First Republic (1889-1930). The problem we aimed to answer through this research regards to the representations of the idealized citizen built by local newspapers in the city of Uberabinha on the period from 1888 to 1926. To better understand the qualifications of the new citizen and the republican society we plotted as specific goals the understanding of work positivity explicit in local newspapers and in criminal proceedings; the analysis of social groups that had their way of life and how they reorganized themselves during the attempted reordering and cleaning of public urban space; to conclude, we aimed to understand the role of primary school to the achievement of ideal citizen for this desired new society. To answer these questions, we used as documentary source local newspapers, criminal proceedings, Proceedings of the City Council, Municipal Code of postures and Laws and Statutes of Uberabinha. Our results have revealed that in a period in which the educational institution had not established itself inward the state of Gerais, the "space producers" used the journals as a strategy to highlight their citizenship plans of patriotism and civility. The defendants from the poor classes defend themselves using speech that was close to the dominant groups, an example of appropriation and (re) signification of the strategies made by the weak to get rid of the stigma of felon or subversive. The formation of the first elementary school in Uberabinha still was, over this period, insufficient to achieve the national representations of the republican ideal citizen and therefore the elites propagated their ideas through press.

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Mestre em Educação

Universidade Presidente Antônio Carlos

This research focuses on Physical Education academic teaching and the relationship its professors establish between pedagogical background and their university teaching practices. Its aims include understanding such a relationship and, more specifically, identify the professor profile, what makes his/her pedagogical practice easy and what limits it, knowledge involved in the making of their teaching identity, besides verifying how a professor builds his/her pedagogical practice. This inquiry follows the quantiqualitative research approach, its data coming from questionnaires containing open and closed questions answered by Physical Education professors graduated in Physical Education teaching at two private higher education institutions. Results reveal individuals aware that pedagogical training is important to teaching although some of them do not see it as the most important requisite. They also reveal that reflexive teaching practice, professor-researcher practice, theoretical knowledge, and technical and academic training are the most important requisites to the professor s background. One hopes this study stimulates new inquiries into these matters and increases academic knowledge on professors teaching and pedagogical practice, above all Physical Education ones.

This study aims to investigate and analyze the limits and possibilities of the webquest as a methodology for the development of interdisciplinary activities in the school context. We presuppose that it constitutes itself in a methodology that enables the articulation between the different fields of knowledge, using the resources of interaction and research, available on the internet in a collaborative manner. The investigation is qualitative, therefore, uses as instruments in the production of data questionnaires, interviews and field notes. Far from producing conclusive results, the research indicates potential uses of webquest for the development of interdisciplinary activities in the school context.

This paper has got the objective of analyzing the autonomy process of the municipal regions concerning its educational policies in Brazil. The research took in account the phenomena of decentralization, deconcentration, municipalization and autonomy. In order to achieve this goal, a historical study about the outdated conceptions of the State and its evolvement in time was done, what clearly depicts, as an outcome, the updated notion of the State of Brazil and its municipal regions nowadays. Then, the range of the educational public policies was discussed in the remodelling scenary of the Contemporary State related to the distribution of functions and roles among the federate beings. In the quest of identifying a possible autonomy for these educational public policies, this study was focused on the district of Patos de Minas, Minas Gerais and its educational system during the period of 1997 to 2003. A bibliographical research about the development process of Brazil was done as a first step. Afterwards, the Brazilian Federal Constitution of 1988 was brought into context, especially in the articles related to education. The Fourteenth Amendment, the law that created a National Fund for Maintenance and Enrichment of the Educational System (FUNDEP Fundo Nacional de Manutencao e Valorizacao do Magistério) and the law of Aims and Bases for the National Education (Lei 9394/96 LDB Lei de Diretrizes e Bases da Educacao Nacional) were deeply studied in order to detect the real extension of the municipal autonomy. Also, other texts, laws, projects, reports, statements and statistic data form the district of Patos de Minas were analyzed. The decentralization related to the educational policies is indeed regulated by the Law of Aims and Bases for the National Education, the so called "LDB". This regulation is committed to a flexible educational policy, what allows the municipal regions to focus on its own, according to their profile. The deconcentration, though, engages the municipal regions to maintain the common schools only, without the responsibility to create their own teaching and methodology system, what means that the common schools belong to the States. The municipalization itself does not permit us to analyze its credits. It relies on the commitment of each county. Also, the autonomy is ruled and implies the capacity to develop the municipal educational system. However, this autonomy can be limited by the municipal budget, by its illegal or improper use, by the poverty of the assisted population and the economy itself. It came to the conclusion that, beyond all the law about the Educational System, maybe it is the public policies, among them the educational one, that creates a barrier to the evolvement of the districts. This fact demands a great self-government capacity to strengthen the municipal autonomy. The State of Brazil controls the educational policies through the "LDB" Law, systemic assessments, PNLD and PCNs. It is known, although, that there are municipal regions developing its proper autonomy.

This present research has been organized based on the systematic observation of the Extension Project with interface about the scientific research and technological development. Having as one of its goals to make a discussion about the ongoing training of teachers, the authorship process of the research subjects, as well as the integration of information and communication technologies in the teaching-learning. This purpose determined our participation during the years 2008/2009 as researchers of medias courses in the math classes (Nod I and II) attended to the math teachers who teach in Elementary Education in public and/or private schools observing the presence relations with the no presence support, which the important focus on the studies: Understand the digital Educational process of math teacher from the Elementary Education in a viewpoint of constitution of teaching knowledge . As methodological studies of the research, we focused on the contributions of González Rey, doing our research based on the Qualitative Epistemology principles, which contribute with the knowledge production through the helpful analysis interpreting. It was based on observations and recordings done in the areas, interviews and questions, we could have the informations found in our studies. We realize that the formative process can be developed in socialization process and creation of teaching know-how which helps them use their creativity during their educational practices, based on critics and conscious of technological and communicative information. However our research shows us the subjects experiences in the formative process in the interaction moments, mediate interactions and person one, also their day-bay-day experiences in class, form important factors in the constitution of autonomy authorship of the subjects expressing the effective teaching-learning process for teachers and learners that appeared since they got the didactic and digital materials.

The present study is inserted in the research line - Public Politics and Management in Education of the Mastering Program in Education of the Federal University of Uberlandia. Its goal is to comprehend the historical construction of the process of Direct Election of Principals for Public Municipal Schools in Uberlandia, between the years 2000-2004. It also analyzes critically the political-pedagogical and ideological impacts of this process in the school routine. Since its creation, in the late 80 s, the Public Municipal Group of Education from Uberlandia-MG RPME/UDI (Rede Pública Municipal de Ensino de Uberlândia-MG) was a target of political-party management related organically to the executive power, which oriented, ideologically, the indication of jobs of school management to attend, authoritative and physiologically, interests of the class hegemonically dominant in the city. Given the relevance of this historical construction, the present qualitative research was based methodologically on the principals of Dialectical and Historical Materialism. The research promoted the documental analysis (of the Organical Municipal Law of Uberlandia LOM 1992, of the Commitment Letter to the Development of Public Municipal Education of Uberlândia 2000, of the Government Program of the Connection Now it is Zaire 2001-2004, of the Program Citizen School of the government Zaire Rezende 2001- 2004, of the Law of Elections for Principals in the city of Uberlandia Law 216/2001, and later regulamentation Law 7.832/01 and also of the letter of political pedagogical principles 2003-2004). It also examined a set of semi-structured interviews, organized in focal groups constituted of educators directly and indirectly involved in the process of construction and fulfillment of school elections in RPME/UDI. The discourse formations of the interviewee pointed to the initial acknowledgement that this process happened in a complex and contradictory juncture, permeated by fragmented actions of the municipal power, which reflected critically, in the process of the law elaboration that institutionalized the school elections (Law 216/2001), as well as in its implementation. The law mentioned counted, actively, with the participation of SINTRASP, rightful representative union of the category, in that time, the managers of SME, direct representatives of school units and the popular elected mandates in the city council and segments related to the educational sphere of UFU. Two elections for the job of management occurred between 2001 and 2004, and from this experience the interviewees confirmed, among other aspects, the fact that the construction of the democratic school management doesn t depend exclusively on the election of principals. That it must be consubstantiated in the adoption of public politics of education professional value, financial and administrative decentralization, as well as the effective political will of the established powers to give the school units the real autonomy of management. In 2007, the Public Ministry pointed out the unconstitutionality of the law 216/2001, fact that was used by the new municipal management elected for the period of 2005-2008, to justify and transform the election process in a consultation to the education professionals , which was interpreted by the interviewees as a profound throwback in the walk towards democratization in the schools of RPME/UDI.

The formation and the control of the manpower were challenges, constantly put back in the historical process of construction and consolidation of the capitalist system. Renewed to each crisis, this challenge was placed with great intensity due to the difficulties of accomplishment of the accumulation of the capital in crucial moments of the century XX. It was like this it in the world crisis that had as apex Second World War, one of the principal factors that fomented the industrialization process in Brazil. As, also, it was it in the wide productive restructuring, beginning a partner-historical process, unchained by the crisis of the petroleum in the beginning of the decade of 1970. Such a process reached in a structural mode the whole capitalist system in a, taking to deep changes in the production, materialized in an intensive application of the new technologies microeletronics in the production, in the innovative forms of administration of the work in a pattern powder-fordista, articulate with neoliberals politics, tuned with the globalization of the financial capital. This process was configured in an offensive of the capital in relation to the work, that it disembogued with larger intensity in Brazil, in the nineties. Erect Senai, in 1942, in the beginning of the process of Brazilian industrialization, in a context of demands for the workers' new qualifications was also intensely reached by the productive restructuring of the end passed century, as well as for the managerial culture of him engendered. The Technical course of Telecommunications of Senai of Uberlândia, interferes in that process. Because, with base in a methodology founded in the historical materialism dialectic, this work intends to do a reflection on the context, the genesis, the historical process, the unfoldings and the changes in the system of vocational education of Senai, and your interfaces with the world of the work. Taking as empiric base the case of the technical course of telecommunications of Senai of Uberlândia and the tissue of relationships that settled down to materialize it.

This study aims at presenting the results of Research Project History of Colégio Agrícola de Uberlândia: from the school foundation to the first professional degree in the Curso Técnico em Agropecuária (Farm Technician Aprenticeship Program) (1957- 1972). The research was sponsored by Capes, and carried out during the Master s Course in Education Program. The area of concentration is History and Historiography of the Federal University at Uberlândia, having as advisor Professor Doctor Sandra Cristina Fagundes Lima. The main concern is to analyze the history of Colégio Agrícola at Uberlândia, a public technical-professional teaching high school, studying from its creation and foundation to the first course degree in Técnicos em Agropecuária , (Farm Technician Aprenticeship Program) from 1957-1972. The period of study is from the beginning of the school construction to the professional degree awarded to the first group of students, once the construction took twelve years, until 1969. In order to analyze the first group of students the following categories were employed: school architecture, time and space, knowledge and pedagogical practices, and teachers/students profiles. Former students were investigated to understand if their formation has reached the expectations and objectives of the school. The documents collected and used as base for the research analysis are stored in the Public Archive at Uberlândia (ArPU), in the Association of Commerce and Industry at Uberlândia (Aciub), and in the school archive as well. From the press we investigated the newspapers Correio de Uberlândia , O Triângulo and 7 Dias ; records of the City Council were used once they are sources that, through the alderman speeches, represent the politics context of the time. Fourteen former students of the first group were interviewed, based on oral history. A bibliographical study was conducted based on pictures, enrollment forms, and students and teachers personal data found in the school archive. The sources allowed the analysis and understanding the events and educational discussions on a national/regional level. The results were compared to the specialist literature according to the Brazilian reality. We have carried out a descriptive study of the institution, and developed a dialogue based on history and theory. Our intention was also to look for inter-relations with the Brazilian education issues, mainly on what refers to farm teaching. The results show the importance of the foundation of Colégio Agrícola at Uberlândia once it has contributed to modernize the primary sector both in the city and countryside.

This work seeks to enlarge the academic research in the history of Brazilian education focused on schools of little visibility in society. For that, we proposed to inquiry the history of Escola Noturna ―Machado de Assis‖, an elementary public night school in the city of Ituiutaba between 1941 and 1960. Above all, we aimed to understand the emergence of urban public education kept by municipal government and the relations between elementary night schooling and educational, political, and economical context, both locally and nationally. Methodological procedures included bibliographical research upon public education especially political efforts and legislation and on aspects of the making of municipality in Brazil. Besides, we drew from interviews with school s former students, staff assistant, and teachers, from Brazil former presidents and Minas Gerais former governors messages, from minutes of town council meetings, and from local newspapers printed during 1941 and 1960. Reading critically these written records and interpreting oral accounts from interviews has made possible to assert that adult literacy in this school occurred itinerantly and precariously, for it had no building of its own. Such a lack suggests that, even if this school met the interests of local government, it deserved no attention from the latter, as it received a restrained financial support from Ituiutaba s city hall. And yet, even if this school were of no interest to the local political debate and had no impact on local society, it was relevant to a share of the population adults and adolescents who lack education and who could not attend day schools because they worked in the daytime. In meeting their schooling needs, this school played its role so well that in the course of its history it evolved from a condition of having no local expressivity to the one where it is seem as a relevant institution in the local and regional scenario.

This research aims at studying the Curso Normal , in regular and (semi)internship regimen, offered for women by the Colégio Imaculada Conceição , a private catholic confessional teaching institution at Tupaciguara-MG. We have chosen the period of 1961-1977, approaching activities since the beginning of the course until the year the institution started to admit boys. The established pedagogical and disciplinary aspects developed by the institution were studied in a way to verify if curriculum and subjects have influenced the students while professionals; if the catholic principles contributed for the educational and moral formation of the students; besides apprehending the representations the former students, former teachers and the city press have constructed about the Colégio Imaculada Conceição . Our research sources were: the press; school documents (letters, registers of: monthly payment; scholarships; teachers frequency; school regiment; students grades; grades and tests; enrollment; teaching inspections; grades control; and students booklets); reports and registers found in the Town Hall and municipality representative office at Tupaciguara-MG. Iconography (photos, pictures, maps and architecture plans of the institution) and oral sources obtained from interviews carried out with both the school former students and teachers. It was possible to verify that the education offered by the Curso Normal of the Colégio Imaculada Conceição was engaged with Christianity ideals of the Catholic Church, besides attending the desires of the time society, as follows: to form educated girls that could be able to work as elementary school teachers; to be good mothers and housewives. That would influence a significant number of families to enroll their daughters in that teaching institution.

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This dissertation is the result of research accomplished during the year 2009/2010, in the Master course, Line of Policy and Management in Education, from the Graduate Program in Education at the Federal University of Uberlândia. It raises issues about the Public Policy and School Management, focusing on the praxis of Democratic School Management in Brazil, analyzing how it has been formed from the year 1980. To the development of the work we have defined as essential to explain a concept about Democratic School Management that has as essential elements decentralization, participation and autonomy, which are considered together as bases for defining a management model. The theses that structure this dissertation are based on two questions that drive the work: do exist today, substantially structure, theoretical models that substantiate the actual conditions and the possibilities of materialization of an educational school policy with rooted democratic? How, in the societal model installed, the Democratic School Management is designed, considering the conceptual matrices and the educational policy developed? With a possible synthesis way, methodologically, we have developed a bibliographic research, subsidized by a critical and investigative analysis with dialectical perspective, viewing the object in its historical, policy and social contextualization, therefore, in its concreteness in and for praxis. We understand that the Democratic School Management is dynamic and historically inserted in a complex context in which microstructural issues are composed with macrostructural guidelines. We exercise a movement of thesis / antithesis / synthesis movement as ways to improve our reflection and define logical ways that allow us improve our reflection and knowledge. The results of this study show us, in the context investigated, that there is no possibility of formation of the Democratic School Management, since that, the conciliator participacionist model to maintain an autocratic pattern of administration, focused on Taylorist models, constructed in neoliberal models that have in the individualism, managerialism and competitive its operating structure and concreteness, are, actually, effective.

This study deepened the knowledge about the Polyvalent State School Guiomar de Freitas Costa, located in Uberlândia (MG), in the period between the years 1971 and 1980. The Polyvalent Schools rose in a period of great economic euphoria, caused by an industrial surge which demanded qualified labor and that the country, by the existing educational conditions, could not supply. The formation of technical laborers to act in the productive sectors of agriculture, industry and commerce was pressing. The major questions that moved this study were: in which context this school was created and how it operated in its early years? Who were its students and which repercussions this education had on their formation and subsequent professional performance? The search for answers for these questions contemplated, methodologically, research of institutional documents in the County Public Archives and at the Regional Superintendence of Education in Uberlândia, bibliography research and, lastly, interviews with students and professional alumni of the school. The Polyvalent Schools, using as guide line of schooling, to link theory and practice, structured their curricula to offer a general formation together with the vocational one, with courses covering general instruction as well as agricultural, industry, commercial and home economics practices. It can be perceived, then, that the Polyvalent State School Guiomar de Freitas Costa, as well as the other Polyvalent Schools, started its work in a different manner in respect to the education proposal and quality. The union of these differentials attracted to the institution a public which, in its majority, did not share its pre-professional objectives, configuring one of its contradictions. This enterprise, regardless of the great financial investment received and the expectations risen, with the decline of the law that constituted them the Law nº 5,692/71 also had its proposal and installed activities an ephemeral duration.